Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Search
Follow The Annenberg Learner on LinkedIn Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter
MENU
Learning Math Home
Measurement Session 10, Grades 3-5: Classroom Case Studies
 
Session 10 Session 10 6-8 Part A Part B Part C Homework
 
Glossary
measurement Site Map
Session 10 Materials:
Notes
Solutions
 

A B C 

Video

Solutions for Session 10, Part A

See solutions for Problems: A1 | A2 | A3


Problem A1

a. 

Teachers talked about the importance of students understanding that area is the measure of the amount of space covered as well as what a square unit is. They talked about how, when asked to build a 3-by-5 rectangle, students will often create just a border and not cover the middle of the rectangle. The teachers would like for students to see the connection between area and multiplication as well as count the perimeter accurately.

b. 

Having hands-on experiences where students are building rectangles with manipulatives such as tiles helps them to see and understand area. They are physically covering the rectangle and counting square units to determine area. Drawing on grid paper also helps students to visualize the concept of area. Either way, students can see the rectangular arrays that are formed and connect area to multiplication. For example, in a 6-by-8 rectangle, students can see six rows of eight tiles or eight rows of six tiles, and the concept of multiplication is brought to the forefront for them.

c. 

As mentioned above, learning about area provides students with an opportunity to deepen their understanding of multiplication. Determining the area of a rectangle becomes a context in which students can "see" multiplication. Looking at it another way, having a firm understanding of multiplication will also help students in their study of area. When considering the interpretation of the meaning of multiplication as an array of length times width, it is clear that students' knowledge of both area and multiplication are developing at the same time.

d. 

Students should also look at conservation of area, appropriate type and size of units of measurement, relationships between perimeter and area, strategies for determining areas of irregular shapes, and surface area.

<< back to Problem A1


 

Problem A2

Answers will vary. One way to allow students to explore area as a covering is to have them find the area of an irregular shape (for example, the outline of a pair of scissors) on grid paper. They can then determine the number of square units that it covers.

<< back to Problem A2


 

Problem A3

Using manipulative materials is essential for giving students the opportunity to see and feel area. Understanding that area is the measure of the amount of surface covered is much easier when students are actually covering rectangular surfaces with square unit tiles. The idea of conservation is also made concrete to students when they can actually hold the amount of area in their hands by using manipulative materials. If students are given 12 tiles to make various rectangles, they can convince themselves that all the rectangles will have the same area -- even though some may look bigger or smaller -- because they were all made with the same number of tiles. Manipulative materials are an essential tool for learning about area.

<< back to Problem A3

 

Learning Math Home | Measurement Home | Glossary | Map | ©

Session 10 | Notes | Solutions | Video

© Annenberg Foundation 2014. All rights reserved. Legal Policy